As a major component of the course (65%), the class partnered with the Ontario Association of Interval and Transition Houses (OAITH) to update the OAITH Femicide Database that was designed by an earlier graduate-level sociology class. They also created a femicide list with biographies and pictures of victims. Throughout the term, students worked in collaborative learning teams (3-5 students per group) to complete different elements of the project, before the class congregated to collaboratively construct the final product.
As a capstone course for several streams of geography students, students worked in small groups to contact community partners and organize projects that aligned with their interests and the course learning objectives.
Over two semesters, students worked in pairs to conduct a program evaluation to meet the needs of a community partner. The instructor and CESI composed a list of partners for the students to choose from, and the students were coached (through guest lectures and class sessions) on how to do community-engaged work and interact with their community partners.
Throughout the course, graduate students develop knowledge, skills and values related to the principles and practices of community-engaged scholarship. Working with one community partner (varies each semester), they apply their knowledge to develop a product to solve a certain problem brought forward by the community partner.
As one component of the course, students completed a community-focused learning project, where they researched an organization whose mandate is related to crime-prevention. After selecting an organization, they planned a way that they could personally contribute to this organization and (after receiving approval from the course instructor) worked to enact their plan.
For the duration of the course, students work with one of two community partners to address a problem or issue that the partner organization is facing. Through lectures and guest speakers, students gain the terminology and technical knowledge needed to produce a final report. Students also gain professional experience aggregating their findings and presenting them to an audience in their end-of-term conference. The course instructor provides support to students throughout the semester and various points of the project, reviews the final reports, and ensures they are high-quality products to send to the community partners.
'Doing Good in Communities' is an experiential First Year Seminar course that challenges students to think beyond volunteering and charity as the means to have a positive impact in our communities. Over the course of one semester, interdisciplinary teams of students address specific challenges identified by community-partners using tools and techniques from lean business models and social enterprise startups.
As the central focus of the class, students planned for, developed, and disseminated Knowledge Translation (KT) products to community partners that each student was interested in pursuing. Along with the course instructor, students collectively monitored their progress over the semester and ultimately produced three projects each: an infographic, a taped media interview, and a newspaper/blog posting. Classes were a mix of guest lectures, workshop opportunities, instructor-led discussions and in-class assignments about Evidence-based practice and knowledge translation.
As a mandatory course for those in the Masters of Applied Nutrition program, students work individually with a community partner to create and conduct an individual research project. Over three semesters, students learn skills and theoretical knowledge from guest lectures, which helps them apply those skills to their projects with the community partners.
As a component of the class (20%), students worked in small groups to research secondary data from an assigned country to conduct a preliminary vulnerability assessment and mitigation strategy related to global environmental change. While +N6+B7